University of Arkansas at Little Rock
School of Social Work
Graduate Social Work Program
Course Outline – Fall 2015
Course Number: SOWK 7350
Title of Course: Social Welfare Policies and Services
Instructors: Peters, Griffin, Shufeldt, and Smith
Semester Credits: 3
Prerequisite: Admission to the Graduate Program in Social Work
I. Description of Course
Social Welfare Policy & Services describes and analyzes policies and services rendered by local,
state, regional, and national agencies as well as the policy implications for social work practice.
Students prepare to analyze existing policy and advocate for social welfare policy changes
designed to improve social conditions, promote social and economic justice, and to empower
at-risk populations.
This course helps students develop a framework for understanding social problems and social
welfare policies so they may function as informed and competent practitioners in providing
social services, and as committed participants in efforts to achieve change in social policies and
programs (competency #5, advance human rights and social and economic justice).The course
examines the current structure of social welfare programs in the United States, their historical
evolution, and the role ideological, political, economic, and social forces have played in the
development of the social welfare system and its present character. In particular, the course
examines the ways in which discrimination and oppression have affected the structure of social
welfare policies and the impact of those policies on the poor, minorities, women, the disabled,
and other populations-at-risk (competencies #4, engage diversity and difference, and #5,
advance human rights and social/economic justice). To facilitate understanding of the social
welfare system, students will learn approaches to social policy analysis (competency #3, critical
thinking). The course explores the political process in the United States and how involvement in
this process can advance the goals of the profession of social work. The historical development
of the profession of social work and its role within the social welfare system is another focus of
study. Students will examine the values and ethics of the profession, such as self-determination
and respect for individuals and human diversity, in the context of the development and
implementation of social policy (competency #1, identification as a professional social worker).
The course looks at how social policy and the institutions implementing that policy can be made
more responsive to the needs of people (competencies #8, policy practice, and #10,
evaluation).
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II. Course Level Learning Objectives
Upon successful completion of this course, students will be able to:
1. Explain and discuss the current social welfare system in the United States and of the
impact of social welfare policies on individuals, families, organizations, and
communities (content for competency #8, practice behaviors 8.1-8.3).
2. Describe the historical evolution of the social welfare system in the U.S. and an
understanding of how ideological, political, economic, and social forces have shaped its
development and character (content for competency #8, practice behaviors 8.1-8.2).
3. Distinguish and translate the extent to which a culture’s structures and values may
oppress, marginalize, alienate, create or enhance privilege and power (practice behavior
4.1 for competency #4), with particular attention to the problems faced by women and
people of color and the response of the social welfare system to these
problems (practice behavior 2.1 for competency #2),
4. Describe the historical evolution of the profession of social work and an understanding
of its role within the social welfare system (content for competency #1, practice behavior
1.2).
5. Detail and explain forms and mechanisms of oppression and discrimination and of the
political process and how this process can be used to further the profession’s goals and
objectives for the advancement of human rights as well as social and economic
justice (content for competency #5, practice behaviors 5.1, 5.2, & 5.3).
6. Analyze, using critical thinking, a social problem, both historically and currently, and in
the analysis of the policies developed to address that problem, for the purpose of
assessment, prevention, intervention, and evaluation (content for competency #3,
practice behavior 3.2 and competency #10, practice behavior 10.11). Present these
analyses through effective oral and written communication in working with individuals,
families, groups, organizations, communities, and colleagues (practice behavior 3.4 for
competency #3)
7. Distinguish, appraise, and integrate multiple sources of knowledge, including researchbased knowledge and practice wisdom (content for competency #3, practice behavior
3.1), and to use these skills to advance social work practice throughout their
careers (practice behavior 1.4 for competency #1).
8. Demonstrate the relationship between policy and service delivery, and how active
engagement in policy practice is integral to the profession, including the ability to
analyze, formulate, and advocate for policies that advance social well-being (content for
competency #8, practice behavior 8.2), through identifying, learning from, and fostering
collaboration with a range of stakeholders (practice behavior 8.1 and 8.3 for competency
#8).
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III. Course Content and Unit Activities
Learning methods used in this course will include class and small group discussions,
presentations, audio/video media, preparation of papers, and group projects. Excellence is
expected from all students, demonstrated by thoroughly preparing for each class, listening
and actively participating in class discussions, and by thoughtfully completing each
assignment, whether required individually or as part of a group.
Timeline
Week 1
Week 2
Week 3
Topics & Readings
Introduction:
• Review of syllabus, assignments, and
expectations
• Policy / Social Policy / Social Welfare Policy
• Why should social workers care about social
policy?
• What are the inherent tensions – conflicts in
values, theories, assumptions – in social policies
that contribute to debates about their merit?
• Which social policies should social workers care
about?
• Social work as the “policy-based profession”.
BLOG PROMPT:
How does Social Welfare Policy impact Social Work’s
service delivery and how might policy analysis affect
that impact?
Activities/Assignments
The Political Compass – personal
reflection activity
Basic Concepts in Policy Analysis
Text, Chapters 3 & 4;
Policy Analysis Outline / Frameworks
Historical Analysis & Political Analysis
Swann, C.A. & Sylvester, M. (2006). The
foster care crisis: What caused caseloads
to grow? Demography, 43 (2) 309-335.
Child Welfare’s Foster Care / Adoption System
evolution
Videos: Orphan Train & Failure to
Protect Documents
BLOG PROMPT:
What do you think about the practice of
“rehoming”? What informs your answer?
Detailed explanation of Group Presentation,
Groups will be determined during this class period.
Blog / Blog Response
Historical and Political Analysis Outline / Frameworks
Text: Chapters 3 & 4
Class Discussion on history and current policy of
Foster Care and Adoption
Readings: Adoptions & Safe Families Act
Case Study – Child Welfare
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Class Discussion
Readings: Text, Chapters 1 & 2
Blog & Blog Responses
Group Determination
Forming a Coalition – Case Study
Group topics to be chosen by the beginning of class.
Week 4
Class Discussion – Your Extra Assignment
Basic Concepts in Policy Analysis continued
Text, Chapter 5
Class Discussion
Social Analysis & Economic Analysis – Class
Discussion
Submit chosen policy for Policy
Analysis Paper to instructor.
Clery Act and Title IX
Clery Act
Policy must be chosen by each student for the
th
Policy Analysis Paper assignment due in the 12
Week.
Title IX
Videos: Why domestic violence victims
don’t leave; Violence Against Women –
It’s a men’s issue;
BLOG PROMPT:
How does Social Welfare Policy affect programs and
interventions that address sexual assault and
gender-based violence on college campuses? What
informs your answer?
Payne,D. & Wermeling, L. (2009).
Domestic violence and the female victim:
The real reason women stay! Journal of
Multicultural, Gender and Minority
Studies, 3 (1).
Clery Act, Title IX as it protects against
sexual assault on college campuses
Blog, Blog Response
Week 5
Human Trafficking PowerPoint
Reproductive Rights
Child Sex Trafficking
Labor Trafficking
The Legislative Process
Readings: Attorney General Report re:
Human Trafficking in Arkansas, Human
Trafficking Acts; Legislative Process
Document
Videos: Legitimate Rape song; Human
Trafficking Very Short Doc; The Making
of A Girl; Video: I’m Just a Bill
Web: Polaris Project
Podcast: Federal Strategic Action Plan
on Services for Victims of Human
Trafficking
Arkansas HB 811
Group Projects – Discovery and
Reporting on Policy Issues –
presentations
Week 6
The Politics of Policy Making
The Legislative Process (cont.)
Theories of Human Behavior as theory relates to the
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Text, Chapter 6
Group Projects (assignment 1)
models and making of Social Welfare Policy.
On or before this class, your group must have
decided upon and signed up for a policy for group
Debate during Week 14.
Week 7
The Politics of Policy Making and Social Values /
Theories of Social Values – Class Discussion
Healthcare and the Affordable Care Act
Mental Health / Drug & Alcohol Abuse / Behavioral
Health – The Role stigma plays
BLOG PROMPT:
In what way does the political context/climate relate
to content in Social Welfare Policy and Health Care?
How might this affect populations social workers
serve and the type of care we provide? What
informs your answer?
Week 8
MIDTERM
Week 9
LGBT Rights & Theories of Human Behavior
Discrimination
Marriage
LGBT Policy Case Study
Text, Chapter 9 Health Care
The Affordable Care Act
Shaffer, E.R. (2013, June). The Affordable
Care Act: The value of systemic
disruption. American Journal of Public
Health, 103 (6), 969-972.
Busch, S.H. (2012). Implications of the
Mental Health Parity and Addictions
Equity Act. American Journal of
Psychiatry, 169, 1-3.
Blogs / Blog Responses
Readings: Defense of Marriage Act ;
Respect for Marriage Act
Lind, A. (2004). Legislating the family:
Heterosexist bias in social welfare policy
frameworks. Journal of Sociology and
Social Welfare, 31, 21-35.
Case Study
Video: All Children, All Families
Blogs, Blog Responses
Week 10
Class Discussion (Case Studies)
Criminal Justice: Focus on Juveniles
Week 11
Criminal Justice: Focus on adults
Racial profiling; criminalization of mental illness,
hate crimes, war on drug
Week 12
BLOG PROMPT:
How do Social Values affect the nation and the State
of Arkansas as they relate to LGBT Marriage / racial
profiling / hate crimes (choose one)? How so?
Submit Policy Analysis Paper
Poverty
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Readings:
Violent Crime Control & Law
Enforcement Act
Local Law Enforcement Hate Crimes
Prevention Act
Blogs / Blog Responses
Text, Chapter 7
SPENT: playspent.org
Abramovitz, M. (2001). Everyone is still
on welfare: The role of redistribution in
Play SPENT, The Poverty Game
social policy. Social Work, 46, 297-308
Berlin, G. (2010). Rethinking Welfare In
the Great Recession: Issues in the
Reauthorization of Temporary Aid to
Needy Families. Washington, DC: MDRC
Lindhorst, T., & Mancoske, R. (2006).
The social and economic impact of
sanctions and time limits on recipients of
Temporary Assistance for Needy
Families. Journal of Sociology and Social
Welfare, Vol. XXXIII, No.1, 93-114.
Policy Analysis Paper Due
Week 13
Policies on Aging
Social Security / Medicare
Entitlements
Week 14
Class Presentations
Text, Chapter 8
Herd, P. (2009), June). The problem of
poverty among older people in America.
Benefits: The Journal of Policy & Social
Justice, 17 (2), 125-135.
Class Discussion / Feedback
Discovering and reporting on social policy issues.
11/25/15
THANKSGIVING HOLIDAY – NO CLASS HELD
Week 15
Action Mobilization / What can I do?
Skills: Analytical, Interactional, Political
Text, Chapter 12
Article, Blogs, Blog Responses.
Week 16
Final: Summary of Learning
HAPPY HOLIDAYS!
SEE YOU NEXT YEAR!!
Reflection Paper Submitted
Please note: University Student Holidays include:
September 7th, 2015 – Labor Day
October 12th and 13th, 2015 – Fall Break
November 25th – November 27th, 2015 – Thanksgiving Break
CSWE / EPAS Course Core Competencies, Practice Behaviors & Assignments:
Competencies Addressed in
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Practice Behaviors Addressed
Assignment(s) Measuring
this Course
in this Course
Behavior
1.1 Identify as a professional social
worker and conduct oneself
accordingly
1.1.2 Social workers practice
personal reflection and selfcorrection to assure continual
professional development
Blogs, Blog responses
Class attendance and participation,
Reflection essay
Midterm
Debate
Case Studies
Group Presentation
1.2 Apply SW ethical principles to
guide professional practice
1.3 Apply critical thinking to inform
and communicate professional
judgments.
1.4 Engage diversity and difference
in practice
1.5 Advance human rights and social
and economic justice
1.2.1 Social workers recognize and
manage personal values in a way
that allows professional values to
guide practice.
1.3.1 Social workers distinguish
appraise, and integrate multiple
sources of knowledge, including
research-based knowledge, and
practice wisdom;
1.3.3 Social workers demonstrate
effective oral and written
communication
1.4.1 Social workers recognize the
extent to which a culture’s
structures and values may oppress,
marginalize, alienate, or create or
enhance privilege and power;
1.4.4 Social workers view
themselves as learners and engage
those with whom they work as
informants
1.5.1 Social Workers understand the
forms and mechanisms of
oppression and discrimination
Sessions: 1, 2, 3, 4, 5, 6, 7, 8, 10,
11, 14
Blogs, Blog Responses, Case study,
Midterm, Debate, Group
Presentations
Sessions: 1, 2, 3, 4, 5, 6, 7, 8, 10,
11, 14
Policy Paper, Blogs
Midterm, Debate
Sessions: 1, 2, 4, 7, 8, 10, 14
Policy Paper, Case Study, Midterm,
Debate
Sessions: 3, 8, 10, 14
Case Study, Policy Paper, Blogs,
Blog responses, Midterm, Debate,
Group Presentation
1.6 Engage in research-informed
practice and practice informed
research
1.6.2 Social Workers use research
evidence to inform practice
Sessions: 1, 2, 3, 4, 5, 6, 7, 8, 10,
14
Blogs, Policy Analysis Paper,
Midterm, Debate
1.7 Apply knowledge of human
behavior and the social
environment
1.7.2 Social workers critique and
apply knowledge to understand
person and environment
Sessions: 1, 2, 4, 5, 6, 7, 8, 10, 14
Blogs, Blog Responses, Policy
Paper, Midterm, Debate, Midterm,
Group Presentation
1.8 Engage in policy practice to
advance social and economic well-
1.8.1 Social workers analyze,
formulate, and advocate for policies
Sessions: 1, 2, 4, 5, 6, 7, 10, 14
Policy analysis paper, Case Study,
Midterm, Debate
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being and to deliver effective social
work services.
1.9 Respond to contexts that shape
practice
1.10 Engage, assess, intervene, and
evaluate with individuals, families,
groups, organizations, and
communities.
that advance social well-being;
1.8.2 Social workers collaborate
with colleagues and clients for
effective policy action
1.9.1 Social workers continuously
discover, appraise, and attend to
changing locales, populations,
scientific and technological
developments, and emerging
societal trends to provide relevant
services.
1.10.4(d) Evaluation: Social workers
critically analyze, monitor, and
evaluate interventions.
Session: 3, 8, 10, 14
Blogs, Blog Responses, Midterm,
Group Presentation
Session:1, 2, 4, 5, 6, 7, 8,
Policy Analysis Paper, Case Studies
Sessions: 3, 10
Methods of Instruction
Learning methods that may be used in this course will include class and small group discussions,
presentations, audio/video media, guest lecturers, assignments, and group projects. Students
are expected to read all assignments prior to class. Excellence is expected from all students,
demonstrated by thoroughly preparing for each class, listening and participating actively in
class discussions, and by thoughtfully completing each assignment, whether required
individually or as part of a group.
This is a fully online class using both Blackboard and Adobe Connect. You must use both tools
and attend the live (synchronous) online meetings as well as the web-based BlackBoard work.
We will meet synchronously 5 times during the term on Wednesday evenings from 6:00 pm to
8:00 pm.
Required Textbook
Popple, P.R. & Leighninger, L. (2014). The policy-based profession: An introduction to social
welfare policy analysis for social workers (6th Ed.). Boston: Allyn and Bacon.
Additional readings assigned for this course are either available online in full-text version
through the UALR Ottenheimer Library, or be provided a full-text .pdf document of the reading.
Because of the dynamic nature of Social Welfare Policy & Services, the instructor may add or
revise readings as new resources are located or published, but the assignments and grading
system will not change.
Interactive Activities (Discussions, Group Work, etc.)
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Interactive activities will include class discussion, response to peer blog posts, collaborate on
group project, and other activities as determined by instructor.
Self-check, Practice, Reflection
You will have multiple opportunities for self-check, practice, and reflection activities by
completing the required course requirements for which you will receive a grade. Additional
opportunities are available at the end of each chapter in the required textbook. It is strongly
recommended you avail yourself of these opportunities to check your comprehension of
important reading material and to measure your own progress. If you would meaningful and
timely feedback, please share with the instructor after completion.
VI. Methods of Evaluation
1) A group assignment, to be presented in the fifth and sixth weeks of the course: Discovering and
reporting on social policy issues. (Assignment attached.) Value: 15% of the final grade.
2) An in-class examination in the eighth week of the course, covering the material in sessions 1-7.
Value: 30% of the final grade.
3) A paper, due in the 12th week of the course, presenting the student’s analysis of a social problem
and the policy practices that have been – and/or should be – developed to respond to that
problem.. (Assignment attached.) Value: 30% of the final grade.
4) A group assignment to be presented in the 14th week of the course: An in-class debate on issues in
social welfare policy. (Assignment attached.) Value: 15% of final grade.
5) Policy Blog. Throughout the semester, the instructor will post a question related to a social welfare problem
or social welfare policy in the form of a blog. Each student will post, on Blackboard Blog, a thorough
reflection or position related to the question. Reflections / positions are to be informed by investigation in
journals such as, but not limited to: The National Review, The Public Interest, The Economist, National
Journal, Congressional Digest, The Atlantic Monthly, The New Republic, Mother Jones, Sojourners, The
American Prospect, The Nation, and In These Times. Students must respond to at least one of your
classmates’ blog posts as blogs are posted. Find a blog idea that interests you. Your responses should be
thoughtful and good examples of critical thinking. Responses must be respectful and must be meaningful to
the issues being raised. Value: Policy Blogs 7%; Blog Responses 3%. (See assignment detail) Attendance and
class participation. Students are expected to prepare for and attend each class session and to
participate in class discussion and activities in order to promote shared adult learning. See Section
VII.
Grading Criteria
1. Completeness: Comprehensively and thoroughly addresses all parts of the assignment
per assignment detail
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2. Competence: Demonstrates understanding of the concepts (can define / describe in your
own words) and the ability to apply them in practice (can cite specific examples that
illustrate the concept).
3. Presentation and Organization: Products have correct formatting and professional
appearance and thoughts are communicated clearly and concisely.
4. Sensitivity: Demonstrates an awareness of diversity and issues around social and
economic justice.
5. Depth / Critical Thinking: An “A” is earned by superior work and indicates the
assignment excelled in both the level of thinking and the communication of concepts. A
“B” is earned by work that is clearly satisfactory at the graduate level and indicates
acceptable thinking and communication.
6. APA Manual Style: Written work must conform to the Publication Manual of the
American Psychological Association (APA) style for in-text citations, formatting,
references, headings / subheadings, and running head.
Late and Make-up Work
Late work will not be accepted without approval from the instructor. Failure to turn in any part
of an assignment by the due date will result in the loss of two points for each day late unless
the instructor has given prior approval of late submission. Late submission results in the loss of
two points for each day late.
Grading Standards:
Each method of evaluation will be graded on a 100-point scale, with specific point values
assigned to examination items and to aspects of the group assignment, the social problem and
policy analysis, and the policy debates as described in their separate assignments' individual
grading standards. Course grades are computed by calculating a weighted average of grades on
the exam, the social problem analysis, the group assignment, and the debate.
Grading Scale:
A = 92–100
The high passing grade of A is earned by superior work.
B = 82–91
The passing grade of B is earned by work that clearly is satisfactory at the
graduate level.
C = 72–81
The low passing grade of C is earned by work that is minimally acceptable at the
graduate level.
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F = Below 72 The failing grade of F is earned by work that is unsatisfactory at the graduate
level.
Note: Expectations for written work: Assignments should be carefully proofed for grammar and
spelling. Points will be deducted from assignments containing poor grammar and spelling. Text
citations and reference lists must be in correct APA (6th edition now available) format. All
sentences should be carefully comprised of a student’s own words. Ideas, information and
concepts that originated with any other source, as well as quotations (which should be used
sparingly) must be correctly cited in APA style. Material that is not correctly cited is considered
to be plagiarized and provides grounds for academic discipline.
Note: Plagiarism is a grave violation of academic integrity. Students must know what
constitutes plagiarism, and must not commit it, either knowingly or unknowingly. Plagiarism
may constitute grounds for failure on the assignment, failure in the course, and filing of an
academic grievance against the student.
VII. Class Attendance:
Attendance and class participation: Students are expected to prepare for and attend each class
session and to participate in class discussion and activities in order to promote shared adult
learning. “Learning in a graduate professional program is based in large part on the interaction
that occurs between instructor and students in the classroom. Regular attendance is an
expected professional responsibility of the student. Absences of greater than 20% of the total
class time can constitute grounds for course failure (Social Work Master’s Program policy)
VIII. Honor Code:
All students in the School of Social Work are expected to adhere to the UALR code of
student conduct and to the NASW Code of Ethics. An essential feature of these codes is a
commitment to maintaining intellectual integrity and academic honesty. This commitment
insures that a student of the School of Social Work will neither knowingly give nor receive any
inappropriate assistance in academic work, thereby affirming personal honor and integrity.
IX. Students with Disabilities:
It is the policy of the University of Arkansas at Little Rock to create inclusive learning
environments. If there are aspects of the instruction or design of this course that result in
barriers to your inclusion or to accurate assessment of achievement–such as time-limited
exams, inaccessible web content, or the use of non-captioned videos–please notify the
instructor as soon as possible. Students are also welcome to contact the Disability Resource
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Center, telephone 501-569-3143 (v/tty). For more information, visit the DRC website at
http://ualr.edu/disability/.
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